Applying Technology to Restructuring Learning

1. Applying Technology to Restructuring Learning How Teachers Use Computers in Technology Assisted Constructivist Learning Environments

2. What this means: • The researchers were looking at : • How much technology was used in the classrooms • What the teaching and learning styles were in the classroom • The researchers studied 150 teachers in 150 classrooms, in 6 different schools in the SouthWest • These schools were considered underperforming schools according to previous test data • The data was collected over a two year period • An intervention of professional development in constructivist teaching techniques and computer skills was undertaken after initial evaluations; then data was collected again; • Then the researchers came back and looked again at: • How much technology was used in the classrooms now • What the teaching and learning styles were in the classroom • If using constructivist techniques seemed to help technology integration and vice versa

3. Who did the research? • The research was done by the Southwest Educational Development Laboratory in Austin, Texas • It took place from 1998 – 2000

4. What questions guided the research? • What do constructivist learning environments look like in practice, particularly in classrooms with high populations of culturally and linguistically diverse students? • How can teachers be assisted in developing constructivist learning environments supported by technology? • How does technology facilitate the development of a constructivist learning environment?

5. Methods of Data Collection • Interviews • Field notes • Informal observation • Informal interviews • Video taped interviews and classroom observations • Case study interviews • Review of lesson plans

6. What is constructivism? • 1. Instruction must be concerned with the experiences and contexts that make the student willing and able to learn (readiness.) • 2.  Instruction must be structured so that it can be easily grasped by the student (spiral organization.) • 3.  Instruction should be designed to facilitate extrapolation and or fill in the gaps (going beyond the information given.) • "From these basic tenets just listed, it is easy to see the application of constructivism to technology integration in the schools.  Experiential learning was out of reach for most teachers in most classes, but through use of the Internet, 'hands-on' is given a whole new meaning." Kira King, PhD.

7. Before the intervention • The climate of the schools was evaluated as: • Instruction – lifeless • Teachers prompted students for short rote answers • Students sat mostly in rows • Students worked silently (some sullenly) • Most interactions between teacher and student appeared distant at best, adversarial at worst • Intellectual and Emotional distance between teachers and students • All interactions funneled through teacher (hub and spoke design) • Atmosphere – sterile • Computer use – virtually nonexistent (limited to skill and drill software)

8. The Intervention • Professional development was undertaken during a two year period (72 hours; 36 hrs.per year in 6 seminars of 6 hours each) • Teachers were coached in constructivist teaching skills (experiential, hands-on) • Teachers engaged in constructivist activities via the computer that they could then pass on to their students • Teachers were given on-site support throughout the years • Principals and administrators were excited and supportive • Teachers were given computer instruction making them feel confident and skilled with technology

9. After the intervention • The learning environment was described as vivacious • Teachers exceeded researcher projections of technology use • Teachers had shifted their roles and become facilitators, mentors, and educational partners • Students were active and engaged in producing their own learning • Computers were being used as essential learning tools for research, problem solving and creative expression • The physical, mental and emotional distance between the teacher and student had diminished • Teachers had become co-learners with their students • Autonomy, decentralization and responsibility ruled • Teachers became more collegial, sharing ideas with those in and not in the study • Classrooms became more constructivist, desks were grouped and lectures were few

10. Why the change? • The researchers concluded that it was the TYPE of professional development provided • Teachers were involved in discussions, collaborative group work centered on problem based learning • Final projects utilized software that all the teachers had in their classrooms, and they had become proficient with while creating the workshop project • Monthly follow up visits by trained developers aided teachers

11. How did the researchers develop the professional development? • Each module was first field tested with technology-using teachers who were also deemed as constructivist and then modified according to their suggestion • These modules were then delivered to the project teachers who made further suggestions for improvement • Each module included a link to computers through hands-on experiences, linked to curriculum competencies and provided collaboration among participants

12. Many teachers do not have access to adequate professional development in technology integration • Here’s how to tell if you need some tech training: Jot down the answers to the following slides on a piece of paper:

13. What is a cookie? • A yummy carb • Another name for a virus • A file that attaches itself to your computer • A floppy disk The answer is #3

14. What is GIF? • A kind of peanut butter • A picture file • A word file • Bill Gate’s dog The answer is #2

15. What does “Highlight” mean? • To use a blue, pink or yellow marker to gloss words • To use click and drag to highlight words • To underline words • To streak your hair The answer is #2

16. What does “copy and paste” mean? • To highlight text and allow it to be copied • To highlight text and use it again another day • Something involving the word “Elmer’s” • Its time to clean up The answer is #1

17. What does “desktop” mean? • The top of your desk • Another name for the monitor • The screen that shows your control panel • The screen that shows up when you turn on your computer The answer is #4

18. What is a cursor? • Chris Rock • Your mouse • Your husband (wife) • The arrow on the screen • The bar on the side of the page The answer is #4

19. If you got ANY wrong, you probably need an intervention! • How do you get good professional development? • Try Ashland University – they have great programs at many different campuses, go to www.Ashland.edu and click on each campus – some workshops are online! • Try my workshop at: www.geocities.com/georgisworkshop • Try www.teachereducation.com – they accredit most of their classes through Notre Dame College of Ohio

20. What is my personal reaction? • I’m heartened by the findings of the study because I too believe that technology can humanize and individualize instruction. I enjoyed the results that show the classrooms became more constructivist, shifting out of rows and having more dialogue, with technology, rather than less constructivist.

21. What category of qualitative research does this best fit and why? • Ecological Psychology – • I believe this study answers the central question of “how do individuals attempt to accomplish their goals through specific behaviors in specific environments?” • Finally, if you would like to refer to this PowerPoint in the future, please feel free to access it and use the information at the website I created for it: www.geocities.com/georgisqualitative